Friday, March 24, 2017

Historical Investigation, Day 3 - Class Recap

After Spring Break note: Please see below for what we did in class today, with the exception of Kenny being assigned the next news brief and your Parts A, B, and D due at the start of next class (on Wednesday) for peer review.

Note: Today was an open walled class with Mr. Puterbaugh, where my Period 2 would normally be. As such, Period 2 got all of this information today, and will continue to work on finishing Part B in class the Monday after Spring Break, before it is due on Wednesday. Thus, this post is a review for today (the Friday before Spring Break) and a preview for the Monday after break. :-)


Over Spring Break in 2015, I traveled to India, and went to Mahatma Gandhi's home. These footsteps mark where he was, leading up to the spot where he was assassinated. Many students are doing historical investigations into India's revolution! Photo taken in March of 2015.

Hi everyone,

Welcome to Spring Break! We have plenty to do in class, in finding information to complete your Part B research and then using that research to write. Here's what we did in the last class before the break:

Learning Targets: 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts..

Soundtrack: "Roam" by The B-52's. Selected for today because of my encouragement to explore the world around you, even if you are staying at home during Spring Break! Lyrics here.

AGENDA 3/24/17:
News Brief - Kira
Part B, Explained
Sources
Work Time

Homework: Read the blog! Have a great, safe Spring Break! Please work on Part B - researching your historical investigation and using that information to write your research paper! Two to three pages are due to be turned in on Google Classroom before our second class after break (on Wednesday, April 5)! Next news brief: Mr. Fritz.
---
News Brief: Kira (from my Period 1) had the news brief today and selected this article to talk about: BBC.co.uk - Attack in Westminster: What happened?. We found the United Kingdom in our world map packet and noted we did a story on this event. I talked for a bit in class about about this story, and how I have a good friend in the British government (Westminster is one of my favo(u)rite places in the world). I will have the next news brief after Spring Break.

Finally, we checked in about what students were up to over Spring Break this year. I will be heading to South Korea with my wife for the week! We are looking forward to exploring the country and coming back refreshed and rejuvenated. :-)

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Part B, Explained/Sources: Before we started in class work again, I went over the MLA citations guideline and how you should be citing your information that you find as part of your investigation. Here is the paper that I passed out in class: MLA citation guide - 7th edition. Every source that you use for your project should fit into one of those categories on the second page. That is what you are adding to your bibliography (Part D) as you go along.

Finally, for Part B - the Summary and Use of Evidence, please look at page 3 of the Historical Investigation assignment.

That document will help you with understanding what Part B is all about. Remember, Part B (which is 2-3 pages) is due on the Wednesday of the week we get back, turned in on Google Classroom.

To help with Part B, here is a second document - a template for filling out as you find good sources of information that relate to your research question:


This is a nice and easy way to complete Part B. Remember that you need to have at least three good sources (so you could fill out this document four different times, if you wanted). Again, no Wikipedia - the source has to be reliable information.

The best way to find good sources is using the Westview High School Library website. Here is the guide that I wrote up for using it.

Another good way to find good, reliable information is through a search on Google Scholar, which looks through academic articles (make sure you aren't using a book review as a source, though).

I know this is a LOT to take in. Please let me know how I can help better explain what you need to do.

Work Time: After explaining all of this, we had in class work time. At this point, you really need to have Part A done, and know what you are doing with Part B.

I know this is quite a lot of information, all at once. I am here to help at almost any time - just take into account the time in Korea for me to get back to you! Email, post a comment on the blog, or come see me! Have a great, safe Spring Break and I will see you all in April! :-)
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Thursday, March 23, 2017

Historical Investigation, Day 2 - Class Recap

Another picture from my Spring Break trip to Washington, D.C. in 2010: this is the National Archives building, where the original copies of the Declaration of Independence and Constitution are held. Those are extremely important documents for historians researching the American Revolution!

Hi everyone,

Our last official class before Spring Break (though we are combining classes tomorrow so I will see you again)! Lots to do, for sure. Here's what we did today in class:

Learning Targets: 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.

Soundtrack: "Marry The Night" by Lady Gaga. Selected for today because it was super dark out the past few weeks in the morning, for Daylight Savings Time. Now getting a little better! Lyrics here.

AGENDA 3/23/17:
News Brief - Ayra
Finding Sources
Research Questions
Finish Part A

Homework: Read the blog! Turn in your Part A research question paragraph ASAP on Google Classroom if you did not today. Start working on research for Part B! Next news brief: Mr. Fritz.
---
News Brief: Ayra had the news brief today and selected this story to talk about: BBC.com - Venezuela shocked as children arrested for soldiers' killings. We found Venezuela on our world maps and discussed this story together. There were lots of really interesting questions and comments during this time - thanks, everyone!

We checked in about what people were up to outside of class, before moving on.

I will do the next news brief, as it is after Spring Break.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Finding Sources: For this section, I explained how to do research using the Westview Library Website - particularly the EBSCO and Destiny Library Catalog tools. If you can access the internet at home to research for your project, here is the guide for the login and password information that I showed in class. Then, Ms. Schulz (who is our technology helper here at Westview) came in to talk with the class about some Chrome extensions and other research tips, which can be found on Canvas, under the All Students tab. Here is the document she went through with various different Chrome extensions (you will need to make a copy if you did not in class, in order to view it).

Research Questions: I then talked again about how to make a good research question, which involves finding something specific (like a person or event - or better yet, both!) within a revolution to investigate. Here is the information I had up on the projector for the rest of class:

• All good research starts with good questions. Part A, framing the issue, is a brief description of your research plan. The plan should include some of the key questions driving your research.
• Please include:
• Your research question
• What interests you about the topic
• What questions might you need to answer before you can answer your research question.
• Where will you find your information, specifically what types of sources will you need to look at in order to answer your research question(s).
• Explain your goals or what you hope to learn
• Explain the types of sources you will get your information from
• Explain the different perspectives you will look for?
• Write this in paragraph form.

Finish Part A: After explaining all of this, we had in class work time to finish Part A. I wanted to make sure that I approved each research question before you moved on to writing out the whole paragraph for Part A. Hopefully, everyone was able to complete this in class. If not, please upload it to Google Classroom, please. Also, this could have been a time you were looking at what to do for Part B.

I hope that you are feeling okay about this major project! Keep up the good work!
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Tuesday, March 21, 2017

Historical Investigation, Day 1 - Class Recap

Today we started the Historical Investigation project, which is about revolutions. You cannot pick the American Revolution, but here is a lasting reminder of it: the Washington Monument in Washington, D.C.! I took this picture during Spring Break in 2010.

Hi everyone,

Today was the start of a really big assignment: the historical investigation that all freshmen need to do at Westview (most sophomores will, as well). Here's what happened in class:

Learning Targets:
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.

Soundtrack: "At the Beginning" from Anatasia. Selected for today because of the movie's connection to the Russian Revolution, and our work starting on the Historical Investigation. Lyrics here.

AGENDA 3/21/17:
News Brief - Reuben
The Historical Investigation
Part A Research
Work Time

Homework: Read the blog! Come prepared with a revolution in mind to investigate. You will be finishing your Part A paragraph in class. Ayra has the next news brief.

Here is the calendar for where we are at with the historical investigation.
---
News Brief: Reuben had the news brief today and selected this article to talk about: NBCNews.com - Royal Jordanian Tells Passengers U.S. Is Barring Electronic Devices From Its Flights. We found Jordan in the world map packet and noted we did a story about it, as we talked about what is going on with this story. I related my own experience as a baggage handler at PDX, working for Lufthansa.

We checked in about the weekend and what people were up to.

Ayra was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


The Historical Investigation: Alert, alert! This is the start of a massive assignment. Here is what I passed out in class today:

1) The "simple" explanation sheet, with the possible revolutions to research on the second page:


2) The more in depth assignment, with all of the learning targets and step by step process for Part A (on the second page):


We went through both of these thoroughly (at least 20 minutes) in class. Basically, the assignment consists of five parts. The back side of the paper has a list of possible revolutions to choose from. If you want to choose one that is not on that list, you must clear it by me first. This is NOT a partner assignment. In fact, if you choose the same revolution as someone else, I am going to make sure that you have completely different research questions and sources.

For Period 2, the rough draft of this will be due on April 13th. The final draft will be due the next class after that, which is April 17th.

As I was saying in class: if you want to do well on this project (and you should, considering it is one of the biggest assignments of the entire year), you will probably have to be working on it at home, as well as working very hard in class on it.

3) A calendar of the plan for the next month. Remember that we will be doing other activities than just the historical investigation. This calendar has all of the major due dates on it. Note that Part A is due at the end of next class! We will go to the computer lab for most of next class, but you need to have a plan of attack going in.

Part A Research: Today's assignment was to start working on Part A - Framing the Issue. This means that you need to find a revolution that you are interested in, then narrow down a specific research question about that revolution. If you were not in class, or did not have the questions you will be answering in your one paragraph for this, here they are:

1) Why is this topic important?
2) Why did you choose this particular question?
3) What kinds of sources might you plan on using in your research?

To start this section, and thinking about what good research questions and sources look like, we analyzed four different Historical Investigations from other classes (note that these were not about revolutions, as yours is required to be). Students looked at what was good, what needed work, and tried to give a score on the Research LT. This was to help with what the research might look like. We shared out as a class and tried to determine what each paper should get.

Work Time: For the rest of class, we worked in class using Chromebooks to start researching revolutions and choosing which one you are going to investigate. This is a major decision - do not take it lightly! For next class, please come in with a good idea about what you want to investigate. Again, this needs to be a focused question. Instead of "what happened in the Russian Revolution?" think more along the lines of "How did Vladimir Lenin lead the Bolsheviks during the October Revolution in Russia?"

Please let me know if you have questions, comments, or concerns! I would be happy to help you begin this project. I am confident that all of you will do well on this! :-)
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Friday, March 17, 2017

Revolution! Day 5 - Class Recap

Today we watched part of an episode of The Office in class, while looking for different aspects of a revolution in it. This is me jumping for joy at finding the set of The Office, while on vacation in California in 2007. It is one of my favorite TV shows ever!

Dear class,

Welcome to your weekend from Global Studies! We looked more into what makes up a revolution in class, and also had some time to work on late assignments. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Leningrad" by Billy Joel. Selected for today because Matthew suggested it on the blog, as relating to Lenin and Russia. Lyrics here.

AGENDA 3/17/17:
News Brief - Elena
Conditions for Revolutions
The Coup
Russian Revolution Work

Homework: Read the blog! Turn in late/missing/incomplete/make up work by today, for updated progress report grade. Bring your Chromebooks (charged!) next class (and for the next month). Reuben has the next news brief.
---
News Brief: Elena had the news brief today and selected an article about this story to talk about: BBC.com - France school shooting: Teenage boy arrested after four hurt. We found France in our world maps and talked about the political situation in Europe for a little bit, before moving on to talk about what we are up to outside of class.

Reuben was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Conditions for Revolutions: This PowerPoint was about the main ways that revolutions start. You will absolutely need to know the political, social, and economic reasons for the revolution you are studying for the historical investigation. An easy way to think about this is: political = people want power; social = people want to find others that agree with them; economic = people want money and resources.

Here's the PowerPoint, if you wanted to check it out again, or if you missed class and need to do notes:

If you are at all confused about what makes up a revolution (in the sense of a government), please let me know!

The Coup: To have some fun in introducing theory of revolutions, we watched the episode of "The Office" called The Coup. A "coup" (or coup d'etat) is pronounced "coo" and is a French word for the overthrow of a government, usually from a small group of insiders. Thus, this episode is a perfect way to showcase the elements of a revolution (political/social/economic reasons for why Dwight is trying to overthrow Michael as boss) while also being a humorous way to start thinking about how revolutions happen. We finished the episode and then had a bit of time at the end of class to work on incomplete work.

Russian Revolution Work: I wanted everything from the unit turned in, including:

1) The Russian Revolution Pre-Assessment/Newsflash activity
2) Vocabulary Notes (on Peace, Land, and Bread PowerPoint)
3) OPVL activity (using the primary sources posted around the room)
4) Propaganda Poster assignment (using the Propaganda Poster PowerPoint to complete)
5) Vocabulary Quiz (a make up quiz is available in class, too)

Please get these in as soon as possible, if you did not do so in class! They will be another grade opportunity for the learning target on revolutions. Next class, you will start the big historical investigation assignment. Be ready! :-)
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Wednesday, March 15, 2017

Revolution! Day 4 - Class Recap

The flag of Vietnam (a communist country), flying on a boat in Ha Long Bay. Notice the red and the star as symbols! Photo taken in 2011.

Hi everyone,

Today, we looked more into the concept of propaganda and persuasion. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Mother Russia" by Renaissance. Selected for today because of our continued look at the Russian Revolution! Lyrics here.

AGENDA 3/14/17:
News Brief - Juan
Quiz
Propaganda
Create Posters

Homework: Read the blog! Finish propaganda poster (due next class). Elena has the next news brief.
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News Brief: The news brief article for today was brought in by Juan, who selected this article to talk about: BBC.com - Venezuela threatens to take over bakeries that break rules. We found Venezuela in the world map packet and noted we did a story on the country, as we talked about the continuing crisis with the government there, and how inflation (money being worth less and less) is impacting the economy and the people.

Elena, you are up for next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Quiz: After the news brief, we took the Russian Revolution vocabulary quiz. I'm not going to recap the quiz itself, other than to say that I hope everyone did well. If you were following along during the presentation and did your homework to review, I'm sure you were fine.

Propaganda: The next part of class was devoted to checking out some examples of Soviet Union propaganda (it is nice that you already knew what propaganda meant from studying Rwanda) and filling out a worksheet with each slide, then creating your own example on the back.
  
Here is the presentation on Russian Revolution propaganda, if you missed class, or need to complete your worksheet:


Here is the worksheet that goes along with the presentation:


After viewing all of the slides and filling out the worksheet, I gave the class this assignment: 


On the back side of this propaganda poster worksheet, you are creating your OWN Russian propaganda poster. Please use at least two symbols (a color can be a symbol) and make a connection to at least one of the vocabulary words from the Russian Revolution PowerPoint. You do not have to use Russian. Use an English caption to explain your poster, please.

Create Posters: The rest of class was devoted to creating the Russian Revolution propaganda posters, to emphasize the connection between persuasion and the revolution. These will be due at the start of next class.

See you next class, everyone!
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Monday, March 13, 2017

Revolution! Day 3 - Class Recap

The Brandenburg Gate, in Berlin. Vladimir Lenin took a secretive train ride from Germany to Russia, and took power in Russia with his Bolshevik party upon his return.

Dear class,

We started really looking in depth at the Russian Revolution today in class. It is one of the more important events in Modern World History! You will be using the same sorts of information that you learned in this unit for your historical investigation project on another country. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Rasputin" by Boney M. Selected due to a fantastic student suggestion on the blog. What a song! Lots of great Russian Revolution references in the lyrics here. 

AGENDA 3/13/17:
News Brief - Jim
Peace, Land, and Bread
OPVL
Study for Quiz

Homework: Read the blog! Study Russian Revolution vocabulary for quiz. Juan has the next news brief.
---
News Brief: The news brief article for today was brought in by Jim, who selected an article about this story: NZHerald.co.nz - Ghost earthquakes across NZ after large shake in the Kermadecs. We found New Zealand in the world map packet, and talked about this story for a bit before moving on to talk about what we were up to outside of class.

Juan, you are up for next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Peace, Land, and Bread: This was the continuation of last class (we stopped two slides in the previous class). Here is the vocabulary list that students were filling out during the presentation (the quiz will be on these terms, next class):
Here is the main event - the PowerPoint of the basics of what happened during the Russian Revolution:
I know this is a lot of information. If you are in need of extra clarification or support, please ask me! I would love to help!

OPVL: I introduced a new way to think about various different documents in history. We used the textbook as an example. OPVL stands for Origin, Purpose, Value, and Limitation. Your assignment was to take the paper I handed out in class and go through two of the four documents on each side of the room to assess them. If you missed class, or needed to complete this outside of class, here are the links to both the OPVL sheet and the documents I posted:



Finally, here's another way to understand how to do OPVL analysis using specific types of documents:


Let me know if this assignment is at all unclear. You will be turning this in as part of the Russian Revolution packet later, so please keep it with you!

Study For Quiz: Study your vocabulary sheet (linked to above) to know the key terms from the Russian Revolution! We will have a quiz on the terms next class.
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Wednesday, March 8, 2017

Revolution! Day 2 - Class Recap

This is a picture I took of Maria Sharapova carrying the flag of the Russian Federation at the Opening Ceremony of the London Olympics. The flag is different from the one the USSR had after the revolution!

Hi everyone,

Another sort of relaxed day in class today, with finishing and presenting our togetherness posters, and starting to learn a little bit about the Russian Revolution. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "I Lived" by OneRepublic. Selected for today because of our continued work with looking at what brings the world together. Lyrics here.

AGENDA 3/8/17:
News Brief - Makayla
Finish Posters/Present
Newsflash
Peace, Land, and Bread

Homework: Read the blog! Jim has the next news brief.
---
News Brief: The news brief article for today was brought in by Makayla, who selected this article to talk about: BBC.com - Afghanistan: IS gunmen dressed as medics kill 30 at Kabul military hospital. We found Afghanistan in the world map packet and talked about the ongoing security situation there, and how it is the longest war in United States history at this point.

Jim, you are up for next class. We also checked in about the weekend and what people were up to.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Finish Posters/Present: The first 10 minutes or so of class was used to finish the artistic representations of what brings the world together and presenting. I enjoyed seeing what everyone created, and I will try to do some decorating with them in our classroom! :-)

Newsflash: This is absolutely my favorite way to start a new unit. Good teachers always try and assess where students are at before they teach any specific content (otherwise, we would have no idea if you had actually learned anything or not). If you wanted to see the hilarious "Whose Line is it Anyway?" clip again, here it is:


So awesome. Next, I passed out the "pre-assessment" paper that was geared around going back in time to Russia in 1917. If you did not complete this in class, you absolutely need to do this BEFORE going on to reviewing the presentation. If you missed class, or lost your copy (I will have you turn this in later), here it is to download and print:
Again, it does not matter if you do not know very much: make an educated guess!

Peace, Land, and Bread: After the newsflash activity, I started up the Russian Revolution content. Here is the vocabulary list that students were filling out during the presentation (the quiz will be on these terms):
I helpfully three hole punched these, as well. See? I listened to your feedback about making notes easier!

Here is the main event - the PowerPoint of the basics of what happened during the Russian Revolution:
We were not able to complete all of the slides in class, so we will get back to it and finish next time. See you then!
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Monday, March 6, 2017

Revolution! Day 1 - Class Recap


My view of the 2012 Rose Bowl, between Oregon and Wisconsin. I showed the class a video of my reaction to the end to this game.

Dear class,

I loved today. It was fun to be able to focus on some good in the world and have a little fun being creative! Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 20: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: “Where is the Love?” by The Black Eyed Peas. Chosen for today because we have been talking so much about war, genocide, and revolutions (soon) - I thought we needed to focus a bit on love and what brings people together across the world. Lyrics here. 

AGENDA 3/6/17:
News Brief - Cami
Debrief WWI Essay
Togetherness
Create Posters

Homework: Read the blog! Mayakla has the next news brief.
---
News Brief: The news brief article for today was brought in by Cami. Here is the story: NYTimes.com - Prosecutor Pushes for Indictment of South Korean President in Samsung Scandal. We talked about what has been happening with the bribery scandal there for a bit, before moving on to check in about the weekend. Makalya, you are up for the news brief next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Debrief WWI Essay: Next, I asked the class for general feedback about how the in-class essay went. I really appreciated the responses here. I noted that you will have to do such tests in the future, like for SATs, and this was good practice. That was definitely my hope! Yes, it may have been tough to write so much, in an entire class period. I do think that most of you did well with it. I know it was a difficult assignment!

Togetherness: After this, I turned our attention to something more exciting and interesting (I hope): ways in which the world comes together. Here's what the class came up with when I asked about what brings the world together:

 • Olympics/sports
• Holidays
• Food
• Shelter/Living area
• Tragedies
• Social Media
• Music
• Art
• Finances
• International Corporations
• Education
• Internet
• Clubs
• Common interests
• Beliefs
• Video games
• Helping each other
• Healthcare

A good list! I then showed a lot of videos in a row, to highlight these themes. Here are the links to them, if you want to watch again:

The end to this video:



Part of this video from Chicago, when Carli Lloyd scored the first goal in the Women's World Cup Final in 2015:


This is my own video from the Rose Bowl. Yes, that's me screaming incoherently at the last second win, and my brother jumping up and down in the video.

The "Free Hugs" campaign in Australia: YouTube.com - Free Hugs.

The Universal Declaration of Human Rights. 

 "Dancing (2012)"

I LOVE these videos. All great examples of what brings people together across so many different areas.

Create Posters: Your task after watching this was to start creating a poster of something that brings the world together. Again, this is extremely low stakes - it's not going to be a huge grade or anything. Just a fun activity to remember that there is more to the world than just conflict. We will try to finish these up next class, present, then move on to the revolution unit. Sound like a plan? Thanks for the great class today! Let me know if you have other videos that you enjoy along these same lines! :-)
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Thursday, March 2, 2017

World War I, Day 8 - Class Recap

Hopefully you feel like you just won a big game after completing your World War I final essay in class today. I took this picture on April 21, 2009, as our Portland Trail Blazers beat the Houston Rockets in a playoff game.

Dear class,

Hooray! If you were in class today, you completed the essay test for our World War I unit! I'm looking forward to reading them all. In the meantime, relax and enjoy some rest before we start the next unit. Here's the short class recap for today:

Learning Targets:
Critical Thinking and Analysis LT 2: I can explain connections between events, issues, problems, and concepts.
Communication 1: Communication is effective, organized, focused and compelling. 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements. 

Soundtrack: "Over There" by George M. Cohan. Selected for today because it was an actual song used during World War I in the United States. Listen to the song here and read the lyrics here.

AGENDA 3/2/17:
News Brief - John
World War I Essay Test
Turn in Work
Forecasting

Homework: Read the blog! Turn in missing work if you do not have it today. Complete your forecasting online and on your forms by Community tomorrow! Next news brief: Cami.

News Brief: As usual, we started with a news brief. John selected an article about this story: Reuters.com - Malaysia to deport North Korean detained in airport murder probe. We found Malaysia on our world maps again and noted that we did a news brief about it. We also talked for a bit about travel using visas and how that works.

Cami volunteered for the next news brief. 

We talked about the weekend and what people were up to.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


World War I Test: I was VERY pleased with how this went. Almost every single student worked hard for over an hour, quietly writing and responding. Mostly, I tried to stay out of your way with this, aside from occasional updates on how much time was left in the period. Again, I am really looking forward to seeing how everyone did. Thank you so much for your hard work and focus!

Turn in Work: After the essay test, I had everyone turn in all of their World War I work. Here's the checklist/rubric that should be stapled to the top of your work packet:


Here are links again to all the work you needed:


2) Franz Ferdinand assassination answers (separate sheet of paper)

3) Rough Draft/Practice Essay on start of WWI, with brainstorm/graphic organizer (see last slide here for the essay prompt). Please also get this peer reviewed, as well. It does NOT need to be finished as a final draft - all I am looking for here is that you have the writing process.

4) Letter from the Trenches assignment

5) US Entry into WWI paragraph (bottom of the second page, in TS/CD/CD/CM/CS format)

6) Treaty of Versailles Worksheet (see example on second page, then follow format for the rest of the points).

Forecasting: At the end of the class, as students were finishing their essays, I went around and was happy to talk about forecasting, which is due tomorrow during Community. Please fill out your online forecasting, as well - make sure you are forecasting for 16 credits, with 5 alternates! Come see me if you have any last questions!

Thanks, everyone! Next class, we will start a new unit and I think it will be a fun day. :-)
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